Literacy and Numeracy Skills among Children in Developing Countries
January 1, 2014
This is a chapter from the publication, "Learning and Education in Developing Countries", identifies some of the foundational literacy, numeracy, and cognitive skills that children need to acquire in order to gain access to advanced educational and economic opportunities, and strategies to support these skills especially for children who are not well served by existing teaching and curricula.
Region: Global
Teaching and Learning: Achieving Quality for All
January 1, 2014
The 2013/4 EFA Global Monitoring Report is divided into three parts. Part 1 provides an update of progress towards the six EFA goals. The second part presents clear evidence that progress in education is vital for achieving development goals after 2015. Part 3 puts the spotlight on the importance of implementing strong policies to unlock the potential of teachers so as to support them in overcoming the global learning crisis.
Region: Global
Full Report - Literacy, Foundation Learning and Assessment in Developing Countries
January 1, 2014
In this paper, the authors consider the available evidence on foundation learning and literacy in order to identify key components for intervention that are appropriate to specific cultural and linguistic contexts.
Region: Global
Evidence Brief - Literacy, Foundation Learning and Assessment in Developing Countries
January 1, 2014
In this review, the authors consider the available evidence on foundation learning and literacy in order to identify key components for intervention that are appropriate to specific cultural and linguistic contexts.
Region: Global
January 1, 2014
This impact evaluation aimed to evaluate the impact of school-based malaria prevention and enhanced literacy instruction on the health and educational achievement of school children in Kenya.
Region: Kenya
Books that Children Can Read: Decodable Books and Book Leveling
November 1, 2013
This paper examines ways to create texts in order to provide a continuum of reading levels for the primary grades. Using these methods, texts are calibrated to start at an easy level and gradually become more difficult so that children can access books they can read from the earliest weeks of first grade onward.
Region: Global
October 11, 2013
This report summarizes main findings and lessons learned from the piloting of lot quality assurance sampling (LQAS) in the education sector in Ghana. It also suggests next steps for applying LQAS more broadly for education program monitoring.
Region: Ghana
Literacy Boost - Cross Country Analysis Results
September 1, 2013
This report presents the findings of a cross-country analysis of the equity impact of Literacy Boost using data from sites in Bangladesh, Ethiopia, Malawi, Mozambique, Nepal, Pakistan, and Zimbabwe, drawn from investigating five research questions.
Region: Ethiopia, Malawi, Mozambique, Zimbabwe, Bangladesh, Nepal, Pakistan
Classroom-Up Policy Change: Early Reading and Math Assessments at Work
September 1, 2013
This article reviews the development of the Early Grade Reading and Mathematics Assessments (EGRA and EGMA), which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum.
July 2, 2013
This article exploits a randomised controlled trial to evaluate the impact of an intensive, short-term in-service teacher training programme on the performance of English teachers in Beijing migrant schools and their students
Region: China
